2. Standards have been developed for teachers,
students, other educators, and programs. In
this chapter we will focus on student standards.
Student standards tell what students will know and
be able to do at the end of a unit or lesson.
3. Teachers
• National Organization Standards
•Interstate New Teacher Assessment and Support Consortium
(INTASC)
• Louisiana Components of Effective Teaching (LCET)
Students
• Louisiana Content Standards, Benchmarks and Grade Level
Expectations (including Early Childhood)
• Louisiana K-12 Educational Technology Standards
Other
• COE Conceptual Framework
There are national content standards for each subject area.
Most of these were developed by the subject area
organization.
4. There are national content standards for each subject area. Most of these were
developed by the subject area organization.
Area: Early Childhood
National Association for the Education of Young Children (NAEYC)
Area: Elementary Education
Association for Childhood Education International (ACEI)
Area: English Language Arts/Reading
National Council of Teachers of English (NCTE)
International Reading Association (IRA)
Area: Health Education
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)
American Association for Health Education (AAHE)
Area: Mathematics Education
National Council of Teachers of Mathematics (NCTM)
Area: Music Education
National Association for Music Education (MENC)
Area: Physical Education
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)/
National Association for Sport and Physical Education (NASPE)
Area: Science Education
National Science Teachers Association (NSTA)
Area: Social Studies Education
National Council for the Social Studies (NCSS)
Area: Foreign Languages
American Council on the Teaching of Foreign Languages
5. Goals and objectives are derived from standards.
Goals specify what must be accomplished and who
must accomplish these tasks in order to meet the
identified standard.
Objectives convey to your learners the specific
behaviors to be attained, the conditions under
which the behavior must be demonstrated, and the
proficiency level at which the behaviors are to be
performed.
6. A behavioral objective requires that the learner’s
behavior is both observable and measurable.
There are three steps or three components in every
objective:
1. Observable learning outcome (i.e., behavior to be
attained, skill, target performance)
2. Conditions
3. Criterion level (i.e., performance level,
proficiency level)
7. Learning objectives must be direct, concrete and observable.
Wording is important!
One suggestion is to choose behavior from a list of action
verbs.
Keep in mind that there is a distinction between learning
outcome and learning activities.
What do you expect your students to know and be able to do
at the end of the lesson?
Example:
The learner will add two-digit numbers.
8. Identify the learning conditions under which the
learning will take place.
If the learning outcome can be achieved only
through particular materials, equipment, tools, or
other resources, state these conditions.
Are there any conditions under which the learning
must take place?
Example:
The learner will add two-digit numbers using a calculator.
9. State the level of performance required to meet the objective. This is
the criterion level.
It is the degree of performance desired or the level of proficiency that
will satisfy you that the objective has been met.
Criterion levels are set to establish a benchmark for testing whether
an objective has been met.
What is the minimum level of performance to be obtained for
academic success?
Example:
The learner will add two-digit numbers using a calculator with 70% accuracy.
or
Using a calculator, the learner will add two-digit numbers with 70% proficienc
10. The learner will be able to add two-digit numbers using a calculator with 70%
proficiency.
Stem Learning Outcome Condition
Criterion
Performance objectives tell what the learner will be able to do at the
conclusion of the lesson. These objectives include a stem and three
parts: learning outcome (i.e., behavior to be attained, skill, target
performance) condition and criterion (i.e., proficiency level, performance
level).
11. • Cognitive – Intellectual abilities and skills
• Affective – attitudes, beliefs and values
• Psychomotor – physical movements and
performance
12. Bloom, Englehart, Hill, Furst and Krathwohl (1984)
devised a method for categorizing objectives
according to cognition.
Higher-level objectives are more authentic than
lower-level objectives.
Bloom’s Taxonomy
14. Krathwohl, Bloom and Affective Behavior
Masia (1999) provides five
Levels
levels of affective behavior.
This levels range from the • Characterization
lowest being less authentic • Organization
to the highest being most • Valuing
authentic. • Responding
• Receiving
15. Harrow (1972) and moore Psychomotor
(1992) delineates five
Behavior Levels
levels of psychomotor
behavior.
•Naturalization
This levels range from the •Articulation
lowest being less authentic •Precision
to the highest being most •Manipulation
authentic.
•Imitation
16. In addition to your textbook, please visit the
site below for an overview of the cognitive,
affective, and psychomotor domains.
Cognitive, Affective, and Psychomotor
Domains
http://courses.washington.edu/pharm439/Bl
oomstax.htm
17. Borich, G. D. (2007). Effective Teaching Methods.
Pearson Education: Upper Saddle River, New Jersey
Tagient (2011). Bloom’s-Introduction. Retrieved
from
http://edorigami.wikispaces.com/Bloom%27s+-
+Introduction
